Interpreting Standardized Test Scores : Strategies for Data-Driven Instructional Decision Making

by Craig A. Mertler

• ISBN13: 9781412937191
• ISBN10: 1412937191
• Format: Paperback
• Copyright: 2007-04-13
• Publisher: SAGE Publications, Inc

Summary

Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision making-a process known as 'œdata-driven decision making'-necessitated by the needs of their students.

Table of Contents

Preface	p. ix
Acknowledgments	p. xiii
Overview of Standardized Testing: Concepts and Terminology	p. 1
What Is "Standardized" Testing?	p. 3
What Makes a Test "Standardized"?	p. 3
A Brief History of Standardized Testing in American Education	p. 5
How Standardized Tests Are Developed	p. 8
Test Bias	p. 11
Types of Standardized Tests Based On Purpose	p. 12
Achievement Tests	p. 12
Aptitude Tests	p. 13
Diagnostic Tests	p. 14
State-Mandated Tests	p. 14
Types of Standardized Tests Based On Scores	p. 16
Criterion-Referenced Tests	p. 16
Norm-Referenced Tests	p. 16
Incorporation of Criterion- and Norm-Referenced Results	p. 17
Summary	p. 17
Activities for Application and Reflection	p. 18
The Importance of Standardized Testing	p. 21
Appropriate Uses of Standardized Testing In Education	p. 21
Misuses of Standardized Testing In Education	p. 24
Why Educators Dislike Standardized Testing	p. 26
Why Educators (Should) Like Standardized Testing	p. 26
Summary	p. 28
Activities for Application and Reflection	p. 29
Standardized Test Administration and Preparation	p. 31
Standardized Administration Procedures	p. 31
Testwiseness Skills	p. 33
Do's and Don'ts of Test Preparation	p. 35
"Teaching to the Test" Versus "Teaching to the Standards"-A Final Word	p. 42
Summary	p. 44
Activities for Application and Reflection	p. 45
Standardized Test Scores And Their Interpretations	p. 47
Test Reports	p. 49
Overview of Test Reports	p. 49
Individual Student Reports	p. 50
Sample Student Reports	p. 50
Class Reports	p. 60
Sample Class Reports	p. 60
Building- and District-Level Reports	p. 70
Sample Building- and District-Level Reports	p. 70
Summary	p. 75
Activities for Application and Reflection	p. 82
Criterion-Referenced Test Scores and Their Interpretations	p. 83
What Do Criterion-Referenced Test Scores Tell Us?	p. 83
Selected-Response Test Items	p. 85
Types of Criterion-Referenced Scores	p. 85
Number and/or Percent Correct	p. 86
Speed of Performance	p. 98
Quality of Performance	p. 98
Precision of Performance	p. 98
Constructed-Response Test Items	p. 98
Scoring Of Constructed-Response Test Items	p. 98
The Nature of Cut Scores	p. 101
Common Methods of Deriving Cut Scores	p. 101
Summary	p. 107
Activities for Application and Reflection	p. 108
Norm-Referenced Test Scores and Their Interpretations	p. 109
What Do Norm-Referenced Scores Tell Us?	p. 109
The Nature of Norm Groups	p. 111
Types of Norm-Referenced Scores	p. 112
Raw Scores	p. 112
Percentile Ranks	p. 114
Developmental/Growth Scores	p. 115
Grade-Equivalent Scores	p. 115
Age-Equivalent Scores	p. 116
Standardized Scores	p. 116
Linear Standard Scores	p. 118
Z-Scores	p. 118
T-Scores	p. 120
Normalized Standard Scores	p. 120
Stanines	p. 121
SAT/GRE Scores	p. 121
Normal Curve Equivalent Scores	p. 122
Deviation IQ Scores	p. 122
Other "Unique" Scales	p. 122
A Final Note About Interpreting Norm-Referenced Scores	p. 123
Standard Error of Measurement and Confidence Intervals	p. 123
Summary	p. 129
Activities for Application and Reflection	p. 130
Using Standardized Test Scores In Instructional Decision Making	p. 133
Group-Level Decision Making	p. 135
Data-Driven Decision Making	p. 135
A Process for Focusing On Group Instruction	p. 137
Examples	p. 140
Fourth-Grade Achievement Test Battery	p. 140
Third-Grade Statewide Reading Achievement Test	p. 142
Eighth-Grade Statewide Mathematics Achievement Test	p. 146
Summary	p. 150
Activities for Application and Reflection	p. 150
Student-Level Decision Making	p. 153
A Process for Focusing On Individual Instruction (Intervention)	p. 153
Examples	p. 156
Sixth-Grade Student's Reading Achievement Test Results	p. 156
Fourth-Grade Student's Achievement Test Results	p. 158
First-Grade Student's Literacy Skills Test Results	p. 159
Summary	p. 162
Activities for Application and Reflection	p. 162
Value-Added Analysis and Interpretation	p. 165
What Is "Value-Added" Analysis?	p. 165
A Process for Value-Added Decision Making	p. 168
Example	p. 173
Individual Student's Second and Third-Grade Achievement Test Results	p. 173
Summary	p. 174
Activities for Application and Reflection	p. 177
Case Studies: Interviews With Teachers and Administrators	p. 179
District and School Profiles	p. 180
Bowling Green (Ohio) City Schools	p. 180
Crim Elementary School	p. 180
Bowling Green High School	p. 181
Interview Transcripts: Teachers	p. 182
Interview Transcripts: Administrators	p. 217
Glossary	p. 239
References	p. 245
Index	p. 247
About the Author	p. 253
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